Minority student persistence in college: A longitudinal, qualitative study
| dc.contributor.advisor | Slaughter, Sheila A. | en_US |
| dc.contributor.author | Tucker, Debra L., 1966- | |
| dc.creator | Tucker, Debra L., 1966- | en_US |
| dc.date.accessioned | 2013-04-18T09:56:21Z | |
| dc.date.available | 2013-04-18T09:56:21Z | |
| dc.date.issued | 1998 | en_US |
| dc.identifier.uri | http://hdl.handle.net/10150/282646 | |
| dc.description.abstract | The purpose of this study was to examine minority student college persistence. The research setting was a public, Research I institution located in the Southwest. A longitudinal, qualitative research approach was used in which twenty-five students were interviewed at the beginning of their freshmen year, and again, approximately seven years later. Through the analysis of the minority students' experience, a theory of minority student persistence was developed called the Theory of Navigation. The results indicate that minority students experience college differently than their white students cohort. Traditional theories of student persistence do not fully explain their experience. The findings of this research could affect how colleges nationwide serve their minority student populations. | |
| dc.language.iso | en_US | en_US |
| dc.publisher | The University of Arizona. | en_US |
| dc.rights | Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author. | en_US |
| dc.subject | Education, Guidance and Counseling. | en_US |
| dc.subject | Education, Higher. | en_US |
| dc.title | Minority student persistence in college: A longitudinal, qualitative study | en_US |
| dc.type | text | en_US |
| dc.type | Dissertation-Reproduction (electronic) | en_US |
| thesis.degree.grantor | University of Arizona | en_US |
| thesis.degree.level | doctoral | en_US |
| dc.identifier.proquest | 9829595 | en_US |
| thesis.degree.discipline | Graduate College | en_US |
| thesis.degree.discipline | Education administration andHigher Education | en_US |
| thesis.degree.name | Ph.D. | en_US |
| dc.identifier.bibrecord | .b38550763 | en_US |
| refterms.dateFOA | 2018-09-05T20:07:59Z | |
| html.description.abstract | The purpose of this study was to examine minority student college persistence. The research setting was a public, Research I institution located in the Southwest. A longitudinal, qualitative research approach was used in which twenty-five students were interviewed at the beginning of their freshmen year, and again, approximately seven years later. Through the analysis of the minority students' experience, a theory of minority student persistence was developed called the Theory of Navigation. The results indicate that minority students experience college differently than their white students cohort. Traditional theories of student persistence do not fully explain their experience. The findings of this research could affect how colleges nationwide serve their minority student populations. |
